Dissemination of Non-Technical Capabilities To Veterinary

A gap analysis between international best

practice and current methods of disseminating

non-technical capabilities to veterinary

undergraduates in New Zealand

Dr Frazer Allan and Helen Hughes

March 2009

Support for this work was provided by Ako Aotearoa through its Regional Hub Project Funding scheme

This work is published under the Creative Commons 3.0 New Zealand Attribution Non-commercial Share Alike

Licence (BY-NC-SA). Under this licence you are free to copy, distribute, display and perform the work as well as

to remix, tweak, and build upon this work noncommercially, as long as you credit the author/s and license your

new creations under the identical terms.

Dissemination of Non-Technical Capabilities To Veterinary Undergraduates in New Zealand

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Contents

Executive Summary .............................................................................................................................. 4

Methodology ............................................................................................................................................ 5

Literature Review .................................................................................................................................... 7

1. Why are non-technical capabilities important? ........................................................................... 7

2. Which non-technical capabilities are most important for veterinary professional life? ............... 8

3. How is the education of non-technical capabilities incorporated into veterinary programmes? . 9

Admissions .............................................................................................................................. 9

Orientation ............................................................................................................................. 10

Curriculum ............................................................................................................................. 10

Co-curricular .......................................................................................................................... 16

Other ..................................................................................................................................... 16

4. What is the role of veterinary academics in the education of non-technical capabilities to

veterinary undergraduates? .............................................................................................................. 16

Cynicism of Academics ......................................................................................................... 17

Pressure on Time .................................................................................................................. 17

Capability of Academics ........................................................................................................ 18

Role Clarity ............................................................................................................................ 18

Autonomous Academics ....................................................................................................... 18

Lack of Student Interest ........................................................................................................ 18

5. How could veterinary institutions generate interest among veterinary academics to become

increasingly involved in the dissemination of non-technical capabilities to veterinary

undergraduates? ............................................................................................................................... 19

Common Vision ..................................................................................................................... 19

Ideas Exchange .................................................................................................................... 20

Professional Development .................................................................................................... 20

Reward Systems ................................................................................................................... 22


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Results .................................................................................................................................................. 23

1. ADMISSIONS ............................................................................................................................ 23

2. ORIENTATION .......................................................................................................................... 25

3. CURRICULUM .......................................................................................................................... 26

The Veterinary Professional Studies Paper ...................................................................................... 26

Integrated Dissemination .................................................................................................................. 27

a) Professional Duty of Care ..................................................................................................... 29

b) Effective and Empathetic Communication ............................................................................ 29

c) An Understanding of the Business of Veterinary Practice .................................................... 31

d) Capacity for Self-Management and Self-Knowledge ............................................................ 32

e) Recognition of and Compliance with Ethical and Professional Standards ........................... 34

f) Adaptability and Ability to Collaborate .................................................................................. 35

4. ROLE MODELLING .................................................................................................................. 35

a) Cynical Academics ................................................................................................................ 36

b) Pressure on Time .................................................................................................................. 36

c) Slippery Shoulders ................................................................................................................ 37

d) Capability of Academics ........................................................................................................ 38

e) Absence of Rationale ............................................................................................................ 40

f) Autonomous Academics ....................................................................................................... 42

g) Role Clarity ............................................................................................................................ 43

h) Student Reluctance ............................................................................................................... 44

Discussion ............................................................................................................................................. 45

References ............................................................................................................................................ 49

Appendix 1 ............................................................................................................................................ 52

Appendix 2 ............................................................................................................................................ 55

Appendix 3 .......................................................................................................................................... 559


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Executive Summary

Where the value of „analytical intelligence‟ (IQ) has traditionally maintained pre-eminence in veterinary

medical education, the comparative importance of „emotional intelligence‟ (EQ) has recently infiltrated

the agenda. Educators often refer to the qualities encompassed by EQ as „non-technical

competencies‟ and acknowledge that veterinarians require more training in this area to be successful.

This study compares the dissemination of non-technical competencies at four international veterinary

schools (University of Sydney; Nottingham University, Washington State University; Murdoch

University) with the dissemination approach at the New Zealand Institute of Veterinary, Animal and

Biomedical Sciences at Massey University in Palmerston North. The overall conclusion of this gap

analysis is that where the dissemination of non-technical competencies to veterinary undergraduates

is concerned, New Zealand may very well have been leading the way in 2002 – but in 2009, it is clear

that the time is right for New Zealand to revisit its approach.

This study also invited New Zealand veterinary academics to comment on their role in the

dissemination of non-technical competencies to veterinary undergraduates. The Australasian

Veterinary Attributes provide a structure for the reporting of academics‟ comments. Results indicate

that the biggest „gap‟ between New Zealand and its international competition is the hesitation of

autonomous academics to participate in an organised approach to the dissemination of non-technical

competencies.

A „chicken and egg‟ debate arises: does academic hesitation arise from the absence of a compelling

rationale for change; or is organised change fundamentally non-compelling to autonomous

academics? Given this debate, thoughts on how to formulate a „compelling rationale for change‟ are

discussed – followed by thoughts on how to design, develop, test and implement a revised approach

to the dissemination of non-technical competencies among veterinary undergraduates.


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Methodology

This study began with a literature review of international articles published on the subject of non-

technical capabilities among veterinarians.

The study then investigated international case studies, with thanks to the following:

Faculty of Veterinary Science, University of Sydney, Australia

www.vetsci.usyd.edu.au/

Rosanne Taylor, Acting Dean of Faculty

Sanaa Zaki, Director of University Teaching Hospital

John Baguley, Professional Practice and Year 5 Coordinator

College of Veterinary Medicine, Washington State University, United States

www.vetmed.wsu.edu/

Kathy Ruby, Wellness and Professional Studies

School of Veterinary Medicine and Science, Nottingham University, United Kingdom

www.nottingham.ac.uk/vet/

Liz Mossop, Veterinary Professionalism Paper Coordinator

Division of Veterinary and Biomedical Sciences, Murdoch University, Australia

www.vetbiomed.murdoch.edu.au/

Jennifer Mills, Project Leader, Curriculum Development and Assessment Methods to

Enhance Communication and Life Skills in Veterinary Students

Next, the authors invited a range of academic faculty from New Zealands‟ Institute of Veterinary

Animal and Biomedical Sciences to participate in qualitative interviews with the Research Assistant.

Nine academics responded to the request, one of which was the Programme Director. Each

participant was interviewed for approximately 60 minutes. The following questions, which had been

circulated in advance, were discussed during the course of the interview:

1. If any, what non-technical capabilities do you believe are relevant to veterinary undergraduates?

2. If at all, why do you believe non-technical capabilities are important?

3. If at all, how are non-technical capabilities currently being reinforced among veterinary

undergraduates at IVABS? Please consider different stages: (a) Admissions; (b) Orientation; (c)

Curriculum; (d) Mentoring.

http://www.vetsci.usyd.edu.au/

http://www.vetmed.wsu.edu/

http://www.nottingham.ac.uk/vet/

http://www.vetbiomed.murdoch.edu.au/


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4. If at all, how could non-technical capabilities be better reinforced among veterinary

undergraduates at IVABS?

5. If anyone, who are the best people to be reinforcing non-technical capabilities among veterinary

undergraduates?

Data collected during the course of the interviews was transcribed by the Research Assistant. Data

analysis was followed by the presentation of results, which are organised in to logical categories

found in the international literature.

To conclude, this study presents a discussion of the results, supported by a „Change Management

Plan’.


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Literature Review

1. Why are non-technical capabilities important?

The term „emotional intelligence‟ (EQ) has become very popular in the business world. The essence

of EQ is an awareness of: our own feelings; how to manage our own feelings; the feelings of others;

and how our behaviours influence the feelings of others. Research from the business world indicates

that high levels of EQ are intrinsically linked to the achievement of positive organisational outcomes.

Research across 30 professional and managerial career fields reveals that between 47% to 56% of

work/life success is the result of EQ (Stein & Book, 2000). Among leaders, the most critical skills in

the U.S are said to be linked to emotional intelligence (Goleman, Boyatzis, McKee, 2002). Their

research and the research of others suggests that as much as 79% of leadership success results

from high EQ (Hay-McBer Consulting).

Where the value of „analytical intelligence‟ (IQ) has traditionally maintained pre-eminence in veterinary

medical education, the comparative importance of EQ has recently infiltrated the agenda. Educators

often refer to the qualities encompassed by EQ as „non-technical competencies‟ and acknowledge

that veterinarians require more training in this area to be successful (Timmins, 2006)

It is easy to deduce that being a competent clinician is just the basic threshold skill necessary to be “in

the game” (Burge, 2003). For example, it has been reported that 85% of pet owners consider their

pets members of the family, and this increases the emotional content of conversations and decisions

about the health of the pet (Timmins, 2006). However, it was not until the comprehensive KPMG

„Mega Study‟ and the Brakke-Baye Study commissioned by the AVMA in 1999 that discussion around

non-technical competencies in the veterinary profession really gained momentum. The reports

described a widespread deficiency of what they termed „non-technical competencies, knowledge, and

attributes‟ (SKAs) among veterinary undergraduates who were not being adequately prepared for life

as a veterinary professional. For example, the study asked pet owners to rate the importance of 12

factors when choosing a veterinarian. Respondents‟ first priority was that a veterinarian should be

„kind and gentle‟ (Brown & Silverman, 1999). KPMG thus concluded that the deficiency of SKAs was a

significant risk to the long-term economic success of the profession (Brown & Silverman 1999).


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2. Which non-technical capabilities are most important for

veterinary professional life?

In response to the KPMG „Mega Study‟, Personnel Decisions International (PDI), an organizational

development consulting firm, was hired to undertake another study in 2000. The objectives of the PDI

Study were to define: a generic definition of how success is measured in the veterinary profession; a

list of nontechnical competencies that contribute to success; a set of recommendations for veterinary

schools and colleges on how to develop the non-technical competencies most needed in members of

the veterinary profession (Lewis and Klausner, 2003).

Inspired by progress being made in the United States and, with the help of Dr Donald Walsh from the

University of California, 25 participants of a workshop at the University of Sydney in 2002, defined the

following „Australasian Veterinary Attributes‟ required in „Professional Life‟ (Collins & Taylor, 2002):

Professional Duty of Care – professional integrity; responsibility to animals, clients and the

community; maintenance of biodiversity; preservation of the environment and agricultural

sustainability; understanding of legal obligations and relevance to community health.

Effective and Empathetic Communication – with clients, staff, peers and the community; in

English or another language if appropriate; orally and in written form; with compassion,

courtesy, respect, honesty and absence of discrimination.

An Understanding of the Business of Veterinary Practice – compromising business

fundamentals, organisational systems, human resource management, Key Performance

Indicators, and ongoing quality control – with due attention to health and safety, knowledge

management, design of hospitals, and complaint management.

Capacity for Self-Management and Self-Knowledge – Including goal-setting and planning;

information literacy and management; emotional intelligence; community leadership; change

skills; teamwork; managing a career; work/leisure balance; and development and

improvement of professional knowledge and skills.

Recognition of and Compliance with Ethical and Professional Standards – In all areas of

veterinary activity and with particular attention to the Code of Professional Conduct.

Adaptability and Ability to Collaborate – with professional colleagues, support staff, clients

and other professionals. Also by participation in veterinary organisations and through

accepting responsibility for the education of the next generation of veterinarians.


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3. How is the education of non-technical capabilities

incorporated into veterinary programmes?

By 2002, with definitions of non-technical attributes in place, significant changes begun happening in

both the United States and Australasia. Though it was once thought such attributes could not, or

should not be taught (Heath 2006), there is now clear evidence that undergraduate outcomes related

to professional attributes and personal development could be successfully addressed by targeted

programmes (Cake, 2008). The concept of a professional attribute course has since been rapidly and

widely adopted by North America and Australasian veterinary schools (Lloyd and King, 2004).

By June 2003, a survey was sent to all 27 Veterinary schools in the USA that were in operation at the

time of the KPMG study. It was clear that changes were underway in five general categories:

Admissions; Orientation; Curriculum; Co-curricular; Other (Lloyd & King, 2004).

Admissions

Lloyd & King discovered in 2004 that, based on the recommendations of the PDI Study, several North

American schools had initiated a behavioural event interview. Others had increased emphasis on

non-academics in the admissions process. At least one school added a prerequisite business course

as a requirement for admission.

It is worth noting that North American veterinary schools require candidates to have already

completed an undergraduate degree. With greater experience, it could be assumed that North

American veterinary students enter their programmes with more mature life skills. For example,

Washington State University observe that their students are likely to have lived away from their

parental home for several years, during which time they are likely to have faced some of life‟s more

serious dilemmas – and are therefore able to maintain a healthy perspective.

During the selection process at Nottingham University, they make it clear that non-technical and

technical competencies are valued equally. Applicants are asked to complete an on-line questionnaire

exploring their non-technical abilities. Supporting evidence is required if the applicant progresses to

the interview stage. The interview consists of three phases. First, the candidate receives a formal

interview by one practising vet and one academic scientist. During this interview, candidates are

required to talk about their knowledge and their exhibition of non-technical competencies. The

second phase of the interview is a practical assessment, which tests candidates‟ individual non-

technical competencies, e.g. communication and problem solving. The third phase is a team activity,

during which candidates work with nine other interviewees. Interviewers observe candidates‟ ability to

work in a team.


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Orientation

Lloyd & King discovered in 2004 that a number of North American schools were conducting team

building exercises in their orientation programs. Other new features included an emphasis on

Emotional Intelligence, Myers-Briggs Type Indicator, mentoring and leadership. At one institution, the

orientation for new veterinary students had been extended to seven days.

Washington State University has been the pioneers of non-technical competencies at the

orientation phase. The Cougar Orientation and Leadership Experience (COLE) takes place before the

rest of the curriculum begins. COLE has become, “a venue for alerting students to the rigours and

challenges of the veterinary program, promoting peer collaboration and exposing students, in a

preliminary way, to principles of servant-leadership, teamwork, emotional intelligence and effective

communication”.

Curriculum

Curricular activities were the most commonly reported response to the KPMG study. Changes

included increased emphasis on topics such as team building, business management, marketing,

professional and interpersonal skills, law / ethics, personal finance, communication, entrepreneurship

and life skills (Lloyd & King, 2004).

Our study presents curricular information from five case studies:

Washington State University, United States

While COLE is valuable, Washington State University believe that non-technical competencies

cannot be taught through a single isolated event. Behavioural growth in these areas occurs over

time and must be reinforced in a variety of contexts. Indeed, the adage is that seven or eight

exposures to a paradigm are necessary for lasting behavioural change to occur. For this reason,

the following initiatives focus on the dissemination of non-technical competencies in the

curriculum:

Mini-campus – These are held at the beginning of the spring semester for first, second

and third year students. The objective is to revisit key COLE themes in the context of the

previous semester and ask students how well the skills imparted at COLE prepared them

for the semester just completed. The objective is for students to see that having these

skills has actually helped them to handle more effectively the real-life challenges they

face.


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Success as a Veterinarian Course – This spans three years of the curriculum and uses

a varied pedagogical approach, e.g. small group problem solving; discussion; service

learning opportunities; reflective portfolios.

Leadership Development Forum – This is a mandatory laboratory class that is linked to

Success as a Veterinarian Course. Its aim is to reinforce the principles of positive group

collaboration and group cohesion and to develop a sense of community among first year

students. Students are re-organised into their COLE groups and are introduced to a

leadership trait. In the forum, they discuss the importance of the trait to the veterinary

school and profession. At the semester‟s end, presentations are given and evaluated by

participating faculty and peers. Each group also evaluates their personal team effort and

individual contributions.

Practicum – Students are expected to participate in one of five practicum from a choice

of: Pet Loss Hotline; Therapeutic Horse Programme; Ambassadors Group; Leadership

Class / Change Agent Training Programme; Reverence for Life – Research Class around

Animal Bond.

Diagnostic Challenge – These are a renowned series of second-year training exercises

that have existed since 1991. During the two weeks devoted to Diagnostic Challenges,

students do not attend regular classes. Instead, they are assigned to „clinic‟ groups of five

peers, introduced to a simulated client, and given a description of how their assigned

case might present to their „clinic‟. The exercise culminates in formal case presentations

by the clinic groups in which they outline their literature searches, diagnostic steps, and

treatment outcomes. At the completion of the Diagnostic Challenge case, groups of 25

convene for reflection. The groups are taught the art of constructive feedback and

coached while giving verbal feedback to individual team members.

Veterinary Practice Management – This is an elective course that is taught in the third

year. Content previously focused on personal and professional finance; business law; the

Veterinary Practice Act; human resource issues; professional / personal liability

considerations. Recent additions include: interpersonal communications; group dynamics

as they pertain to an animal health care team; the role of empathy in client relations.

Students were shown how to make an appropriate recommendation to a client, how to

earn a client‟s trust, and how a prudent follow-up increases the likelihood that a patient

will receive the care it needs and deserves. Speakers used video presentations and role-

modelling exercises to illustrate where medical practice, client satisfaction, client

compliance, or patient care were either enhanced or diminished by effective or poor non-

technical competence. Finally, scenario based interpersonal challenges faced in


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veterinary practice, such as „the disappointed client‟, the „excessively bonded client‟, the

„thrifty client‟ and the „aggrieved client‟ were used to demonstrate and reinforce essential

professional skills.

Assessment – The clinical faculty recently adopted a grading rubric that enables them to

assess students‟ knowledge base, technical acumen, patient care, professional decorum

and communication skills over the course of their clinical rotations. The same rubric is

used to evaluate students‟ performance on the fourth year Clinical Proficiency

Examination. Use of the rubric across courses establishes a consistency of message to

the student body and confirms that non-technical competencies, including

communications skills, are assessable attributes.

Murdoch University, Australia

Murdoch University are involved in the Australian Learning and Teaching Council (ALTC)

Grant (previously known as the Carrick Grant). The grant is to develop methods of „Enhancing

Communications and Life Skills in Veterinarians‟; and to develop methods of assessment.

There are three key projects being undertaken within the Murdoch University Curriculum:

PROJECT 1: Participation in a questionnaire from the UK that uses the Goleman model

of Emotional Intelligence to investigate attitudes towards animals. Results were very

similar to the UK where females show more empathy – and as students mature through

course they become more empathetic. The purpose of the activity is to raise self-

awareness.

PROJECT 2: A portfolio of challenges has been developed, e.g. client doesn‟t have the

finances / client feels against euthanasia. These challenges generate discussion about

ethical models of decision making. The scenarios are in the process being transferred

online as Case Studies with the intention that they will prepare first years for Project 3.

PROJECT 3: There are sessions based on the Calgary-Cambridge model, which is an aid

to defining the curriculum and organise teaching in communication training programmes.

It was designed by Kurtz and Silverman in the context of medical education. The

framework incorporates five stages of consultation: Initiating the session; gathering

information; building the relationship; giving information; and closing the session.

In the first year, three students gather in a room to act as (a) client; (b) vet and (c)

observer. The sessions are videoed. The initiative was trialled with actors, as per the

Cambridge-Calgary model, but the cost is too much. In the second year, students attend


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practices to observe consultations. Afterwards, they reflect on their experience in terms of

the Cambridge-Calgary model. Students in 5th year attend ten placements, of which five

are outside university. Afterwards, they have a de-brief tutorial to discuss difficult

situations that were experienced with clients / other staff. The kinds of skills that are

helpful in addressing these situations are then discussed.

University of Sydney, Australia

University of Sydney „Generic Attributes‟ underpin all units of study within the curriculum and

focus on good communication, information retrieval, critical analysis, research and inquiry,

effective team skills, and social and ethical responsibility (Canfield and Taylor, 2005). The

Faculty of Veterinary Science at the University of Sydney aims to produce veterinarians who

are competent, confident and compassionate (Taylor, 2002). Derived from University of

Sydney‟s „Generic Attributes‟, the „Veterinary Attributes‟ (See Appendix 1) outline the

knowledge, skills, and attitudes required for successful performance as veterinary

practitioners and have been developed in consultation with the university, Australasian

Veterinary Schools Board, the profession and the community. The veterinary curriculum is

integrated and constructively aligned across all years to develop these attributes, and the

fifth-year rotations directly assess demonstration of the attributes in clinical placements

(Canfield and Taylor, 2005).

Every course from the first to the fifth year has a series of learning outcomes that are linked to

the „Veterinary Attributes‟, of which some are non-technical competencies. This means that

academics are forced to understand what the professional programme is trying to achieve.

Secondly, in order to create time for active student learning, timetabled teaching was reduced

by 25% - and „large class‟ teaching was limited to 50% of teaching time. This created “space”

for the introduction of a stream called Professional Practice, which provided enhanced non-

technical skill development. In addition, a lecture free final year of experiential learning in

professional practice placements was introduced which further reduced classroom teaching

time in the degree by 20%. This compression of traditional content teaching time challenged

staff who were unable to continue with the existing teaching modes (lecture, tutorial and

practical classes).

Professional Practice includes four units, which are taken in the two semesters of year 1, the

first semester of year 2, and the second semester of year 3. Preparation for Veterinary

Practice at the start of year 5 may also be regarded as a unit of Professional Practice.

Professional Practice is designed to prepare students for life as professional veterinarians.

Students learn personal and professional skills to enable them to adapt successfully to


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university life, to understand all aspects of veterinary practice, and to take a leadership role in

the community. In the first year, students build social networks and university study skills and

investigate many branches of the veterinary profession. Students develop a deeper

understanding of animal welfare, practice basic animal examination skills, conduct a research

investigation, and visit Educational Support Practices (ESPs) to study communication,

structure, and function in private veterinary practices. Classroom activities develop teamwork

and communication skills for media interaction. In year 2, students continue to visit ESPs to

develop an understanding of client and practice management. In year 3, legislative aspects of

veterinary practice are explored in detail and students complete a comprehensive practice

business plan (Canfield and Taylor, 2005).

The fifth year of the degree course is a lecture-free program of experiential learning to

develop practical skills that will ensure students‟ success upon graduation. In effect, students

act as interns and complete 10 four-week rotations over 12 months. Prior to rotations,

students complete an intensive Preparation for Veterinary Practice unit that polishes their

business principles, communication skills, knowledge of professional ethics and legislation,

clinical skills, manipulative skills, and animal handling skills (Canfield and Taylor, 2005).

Nottingham University, United Kingdom

The School of Veterinary Medicine and Science was established at Nottingham University in

2006. The School recognises that, in the context of disseminating non-technical capabilities,

they are privileged to be „creating‟ rather than „changing‟ a culture.

The dissemination of non-technical competencies at Nottingham University is structured

around a „Personal and Professional Skills (PPS) Curriculum‟. The PPS are listed in

Appendix 2. Innovative elements of the PPS Curriculum include the following:

Personal and Professional Skills Module – This is a compulsory module

undertaken for the first four years of undergraduate study. The module summary is listed in

Appendix 3. Sessions are mostly run in facilitated small groups. There is a two week

introductory module at the start of year one. Initial topics are aimed at preparing students for

the “Nottingham experience”, so concentrate on team and group work and looking at differing

assessment formats. Towards the end of the first year, students are given IT instruction

(Word, Excel, PowerPoint and Publisher) and also interact with clients and their animals.

From the second year the module includes whole year seminars with a range of external

lecturers. Medical actors are used extensively for communication skills practice as per the

Veterinary Version of the Calgary-Cambridge Guide. Nottingham University were proud to


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note that they probably use medical actors more than most other schools. On other occasions

called „meet the client afternoons‟, students interact with real clients. On these afternoons,

students ask clients about their animals‟ medical history and what they want from their vet.

Electric Portfolio – Students are required to complete a portfolio over the whole 5

years they are at Vet School. The portfolio is a “must pass” requirement within the Personal &

Professional Skills (PPS) modules of the veterinary degree. But more importantly than this, it

is an essential tool to help students collate their learning. There is a lot of information they

need to take on board in order to become a qualified vet, and a portfolio will organise this and

enable them to easily refer back to their experiences as they progress through the five years.

The PPS learning outcomes are the backbone of the portfolio and describe what they are

learning and being taught over the first three years during the BVMedSci course. All the

documents they submit will be linked to the course learning outcomes. The portfolio is

therefore a collection of evidence showing what they are learning. It is proof that they are

absorbing and assimilating the information given in lectures and teaching sessions, and also

records learning that takes place out of the vet school on placements and elsewhere.

Importantly, it will also contain reflection by students about their learning. On a day to day

basis, students are encouraged to add to their portfolio at least once a week. However, there

are some mandatory components, including a Skills Diary and action plans. Their skills diary

must be completed on a daily basis whilst on placements and whilst attending practicals.

E-vet Practice Business Game Proposal – The proposal is a construction of the “e-

vet practice”, a simulated veterinary business allowing development of short and long term

business strategies. Students should be able to allocate various roles within their business to

different members of their team. Ideally practices should be able to compete with each other

both within schools and between the vet schools. Good and bad decisions will affect the

progression of the practice, and these can relate to professional issues such as dealing with

complaints as well as financial decisions e.g. how much to charge for services. Incorporating

a simulation should turn the business teaching into a livelier, richer, more powerful learning

experience. A realistic, substantive, “learn by doing” simulation will spark a highly desirable

degree of student excitement about the subject matter of crafting and executing strategy. This

will be far more pedagogically effective than using case analysis to show students how to

make use of core concepts and analytical techniques. The e-vet practice should give students

valuable practice in being active strategic thinkers and drilling them in responsible, ethical

decision making.


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Co-curricular

This included educational programs developed to complement those available to students within the

curriculum. Usually these do not involve college credit. These activities included student clubs and

special student conferences, including a number of organisations that hosted regional School-to-

Success Weekend Workshops (Lloyd & King, 2004).

Murdoch University, Australia

Murdoch University invited students to attend the Veterinary Leadership Experience at

Washington State University in 2007. Of the students that attended, two were inspired to

establish student-run activity with the objective of mobilising other students who shared their

interest in non-technical capabilities. They established a working group with outside funding

from the Veterinary Business Managers Association (VBMA) in the United States. The

Murdoch working group was the first outside North America to be established. The group ran

a conference and produced a manual that targeted at other veterinary students. They hosted

lunchtime seminars and enticed other students to attend by providing pizza. These lunchtime

seminars featured external veterinary speakers. Murdoch are looking to reward attendance at

these seminars with continuing education „credit points‟. The credit points are a new initiative

that hasn‟t been implemented yet. The principle is to value students who demonstrate the

behaviours that Murdoch University want graduate veterinarians to show.

Other

These included mentoring programs designed to support veterinary students; continuing education

programs; development of a well-planned marketing program; creation of an assistant dean for career

development; commissioning of research projects in order to get a better understanding of the

attributes required by veterinary graduates (Lloyd & King, 2004).

4. What is the role of veterinary academics in the education

of non-technical capabilities to veterinary

undergraduates?

Despite the integration of non-technical capabilities into veterinary education, it is perceived by many

students that non-technical capabilities are an optional „add-on‟. For example, history taking is often

taught by specialists in teaching hospitals while communication courses are taught by psychologists.

This can give inappropriate messages to learners: “Real” doctors take clinical histories and are not

interested in communication, whereas communication teachers communicate but are not interested in


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the clinical history (Kurtz, 2003). At Murdoch University in Australia, initial feedback has clearly

identified the relevance of speakers as a primary issue, highlighting negative perceptions where

professional attributes were advocated by people lacking credible experience, or where speakers

were excessively cynical or scathing of the profession (Cake 2008).

To overcome the perception that non-technical capabilities are an optional „add-on‟, ideally, academic

educators would model non-technical competencies in addition to teaching them (Lloyd and Walsh,

2002). A study by the Australian National Commission on Veterinary Economic Issues (NCVEI)

confirmed that everyone in the field, including academic educators, have an important responsibility in

modelling leadership values to students (Mase, Lloyd, King, 2003). Leadership needs to become part

of the veterinary culture in academic and non-academic settings, where all professionals must be held

accountable for demonstrating and reinforcing good leadership behaviours (Lloyd, King, Mase, Harris,

2005).

However, the suggestion that academic educators should be held accountable for the dissemination

of non-technical capabilities is met with some difficulty. Historically, the mission of veterinary schools

has been to advance veterinary medicine by research and to train students to become competent

doctors (Burge, 2003). Consequently, where the education of non-technical capabilities is concerned,

several limitations arise:

Cynicism of Academics

Staff have widely varied views of professional attribute teaching. This may define inherent limitations

on the role of faculty in delivering the education of non-technical capabilities, and highlights the need

for significant input from successful external practitioners (Cake 2008).

Pressure on Time

One of the most challenging constraints is the enormous amount of material already covered in all

professional veterinary curricula (Lloyd and Walsh, 2002); Veterinary curricula are pressured by the

constant increase in knowledge and accreditation requirements (Cake, 2008)

Universities are chronically under-resourced (Cake, 2008); In Australian universities, academics

teaching in large first-year science courses are facing many challenges in their endeavours to support

student learning. Many of these difficulties arise from the increasing number and diversity of students,

along with the reduction in resources (Peat, Taylor, Franklin 2005);


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Capability of Academics

Most who have pursued a career in veterinary medicine came through undergraduate studies in the

sciences and have had little or no exposure to general leadership, management or business

principles (Burge, 2003); Clinical faculty vary in their own training and knowledge base regarding

communication as well as their expertise and comfort with teaching communication skills. Because of

this, they often revert to the traditional medical history, the only approach they were taught in their

own education (Kurtz, 2003); Veterinary academics typically have an introvert, rationalist Myer-Briggs

personality profile less suited to this type of teaching (Ruby, unpublished data); Most academics no

longer practice and retain only weak links to the profession, diminishing their experience base (Cake,

2008).

Role Clarity

In New Zealand, the Government‟s Performance-Based Research Fund (PBRF) is perceived to be a

clear message in favour of research on a national scale. At one New Zealand university, the pre-

eminence of the PBRF is perceived to confirm, what are described as, “the research-centric rules of

the game for promotion.” Interviewees that have sat on promotion committees confirm that being a

good teacher will do no one any favours at promotion time (Chandler, 2006).

Autonomous Academics

One interviewee recollected very seldom being told what to do in a 45 years of academic experience.

Academics acknowledge that they enjoy a level of trust , empowerment and freedom that is found in

only a few other industries (Chandler, 2006). Given that academics are attracted by the large degree

of autonomy, there is often difficulty in ensuring responsibility and accountability because introducing

control mechanisms inhibits that autonomy and can reduce creativity (HEFCE, 1999).

Lack of Student Interest

Ranking surveys of a mix of Veterinary Attributes have shown that professional attributes such as

research skills, business management, and leadership are not intuitively ranked highly by either

students or staff (Cake, 2008); It should not be assumed that students will automatically see the

relevance of these issues. When students are faced with the need to grasp the entire breadth of

veterinary medicine in four short years, their inconsistent interest in non-technical skills is not

surprising (Lloyd and Walsh, 2002).


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5. How could veterinary institutions generate interest

among veterinary academics to become increasingly

involved in the dissemination of non-technical

capabilities to veterinary undergraduates?

Despite the limitations, we should expect our leaders to be good educators and our educators to be

good leaders (Mase, Lloyd, King, 2003). This means we need to find methods of enabling and

motivating academic educators. Suggestions include:

Common Vision

Changing the way the veterinary profession approaches leadership will require working from a shared

vision generated from a formal change process. (Lloyd, King, Mase, Harris, 2005). Faculties will need

to debate the issue, „what is core‟? (Lloyd and Walsh, 2002)

Nottingham University set out to define a common vision before the new veterinary school

was established in 2005. The Dean and the Deputy Head of School informally surveyed

veterinary graduates to understand what it was about their curriculum that was missing. The

thing that came up again and again were the non-technical competencies. In this context, the

organisational culture of the veterinary school has been created from the top. Consequently,

academic faculty have realised from the outset that non-technical competencies are high on

the agenda. The fact that, “it‟s happening in other institutions” also means that academics at

Nottingham University do not want to get left behind.

Washington State University began with a team of „champions‟, which include theory

academics, medical faculty, professional skills people, the Dean and the Associate Dean.

They began by brainstorming what they wanted a veterinary graduate to look like. They used

a combination of data from alumni and practitioners that were hosting students during work

placements. Once the picture of an ideal veterinary graduate was agreed, the curriculum was

reviewed. The Dean was vocal that the dissemination of non-technical competencies was

everyone‟s responsibility.

The Dean of the University of Sydney hosted workshops with stakeholders, including staff,

students, the veterinary profession, industry, and key University personnel between 1998 and

2002. Some students felt ill-prepared to cope with the stressful transition to professional

practice. Student leaders helped staff understand the detrimental effects on learning of an

overcrowded, content-laden curriculum which lacked alignment to veterinary practice needs.

The Dean and Faculty Executive Committee ensured adoption of a distributed, inclusive

model of leadership which emphasized all staff taking personal responsibility for educational


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change. This is known to be more sustainable than relying on a few enthusiastic teachers to

create a climate of excellent teaching (Taylor and Canfield, 2006). In short, a cultural shift has

been engineered among staff who are now aware of the impact they have on student learning

in a social context.

Murdoch University believe that change requires a Dean who is supportive of the cause.

The Veterinary Programme Leadership Team at Murdoch includes a group of academics who

are advocates of non-technical competencies and a couple of people who think it is

nonsense. The Dean aims to influence the negative thinkers because, although it is alright for

people to be different, the Dean believes that the rest of the veterinary profession is taking

non-technical competencies seriously, so Murdoch cannot afford to be left behind.

Ideas Exchange

National workshops should be conducted so faculty can share ideas for integrating non-technical

competencies into their curricula (Mase, Lloyd, King, 2003).

University of Sydney hosted planning sessions and a cultural change retreat to engage staff

(academic and general) with the vision. Staff showed increased willingness to listen, debate,

act in different ways and make changes in teaching practice. Some senior academic staff who

found it difficult to adapt retired or left, replaced by incoming staff who embraced cultural

change (Taylor and Canfield, 2006).

Washington State University leadership team considered strategic opportunities where non-

technical competencies could be weaved into the curriculum by „allies‟. The approach to

secure „allies‟ was to intrigue academics to read about non-technical competencies, which

would hopefully inspire them to make small changes and begin to support the „champion‟

team. This very informal approach via networking and ideas-exchange was deemed effective.

Professional Development

Colleges and universities should strongly consider identifying faculty members with high potential, and

to professionally coach them. Veterinarians must learn to allow outside experts to teach and help

them (Mase, Lloyd, King, 2003). Faculty development programs should be created and used by all

colleges (Lloyd, King, Mase, Harris, 2005).

Nottingham University require all members of faculty to undertake a teaching qualification.

In addition to the qualification, new members of staff are introduced to evidence in the

literature about role-modelling and why it is so important. Consequently, there is an aura


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developed around the importance of non-technical competencies among veterinary

academics.

Washington State University have a „train the trainer‟ programme to help academics

understand how to disseminate non-technical competencies during their teaching. It is a two

day event that highlights techniques that academics can use in classes, not only to teach

class but to enhance professional skills. The event especially helps academics facilitate small

groups through experiential exercises, e.g. role plays. Academics themselves are taught how

to help students reflect on this experience – what did I see about myself; what did I see about

others; how did I interact with people; what do I want to change? In addition, Washington

State University invite academics to work as co-facilitators of the Veterinary Leadership

Experience.

University of Sydney’s faculty in-house leadership training program is run by external

facilitators. Its aim is to give staff confidence and skills to take personal responsibility for

change occurring in their personal and professional lives by helping them to develop a better

understanding of how they interact with others to achieve goals and success (Canfield and

Taylor, 2005). Important elements were: providing supported opportunities for staff to pursue

their own creative ideas about improving student learning (small funds provided for teaching

improvement projects); creation of flexible teams to implement new approaches; iterative

development of new initiatives and a shared vision of alignment of the curriculum to

Veterinary Attributes.

In addition, since 2002, all new Faculty teachers have been assisted to complete the

Graduate Certificate in Educational Studies (Higher Education) through the university‟s

Institute for Teaching and Learning. This means new faculty commence with a shared

understanding of good teaching practice and scholarship of teaching (Taylor and Canfield,

2006). The Thyne Reid Innovative Teaching Unit and the faculty‟s Teaching and Learning

Committee then provide on-going development for academic and non-academic staff involved

in teaching, including training in developing online learning resources, facilitating small group

learning, integrating Veterinary Attributes into the curriculum, aligning learning outcomes, and

evaluating effective methods of assessment (Canfield and Taylor, 2005).

In addition, all staff, in addition to having supervisors, have mentors and are encouraged to

form peer support groups or working teams to support their teaching, research, and

professional development (Canfield and Taylor, 2005).


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Reward Systems

This attention to the dissemination of non-technical competencies could be encouraged by a reward

system for teaching, mentoring and leadership (Lloyd, King, Mase, Harris, 2005).

University of Sydney encourage all academics to behave as role-models and demonstrate

the non-technical competencies specified in the Veterinary Attributes. These behaviours are

reviewed during staff evaluations.


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Results

Overall, the results indicate unanimous agreement that non-technical capabilities are relevant

to veterinary undergraduates, but there is debate about their level of importance.

Participants unanimously reflected that non-technical competencies are relevant to veterinary

undergraduates in both their professional and their private lives. The general consensus was that the

Australian Veterinary Attributes seem like a good summary of non-technical competencies.

Participants elaborated that non-technical competencies are important, especially because veterinary

undergraduates in New Zealand are asked to become professionals upon entry to the veterinary

programme. One participant made the valid point that, “clients don‟t know how smart you are but only

how you deal with them.” It is therefore widely accepted that, “if you have someone who can run

surgery but not communicate with people, then they are no use”. However, participants also noted

that the primary objective of the veterinary programme is to, “ensure that graduates are equipped with

adequate technical skills to deal with situations”. Consequently, it is believed that (rightly or wrongly)

the majority of time and resources are allocated to the dissemination of technical skills.

Data collected about non-technical competencies is presented against the four categories

found in the international literature: (1) Admissions; (2) Orientation; (3) Curriculum; (4) Role

Modelling.

1. ADMISSIONS

Admission to the veterinary undergraduate programme is based primarily on academic grades.

Applicants are only invited to present references in special circumstances. Emphasis is not placed on

references because only ten days of experience in veterinary practice is required prior to admission.

Research undertaken by Tony Charleston on behalf of the Veterinary Schools Advisory Committee in

Australia and New Zealand indicates that academic grades are the best predictor of student

performance in a veterinary undergraduate programme. Consequently, the New Zealand admissions

process does not currently screen applicants for non-technical abilities.

When asked to comment on the current admissions process, participants, particularly but not

exclusively those with experience in the United States, observed that veterinary undergraduates in

New Zealand are, “very young and lack life experience”. The problem with this was highlighted by

one participant: “One of the things we have seen are that students are coming straight out of high

school and their parents houses. We expect them [veterinary undergraduates] to deal with major

decisions like death and financial decisions for farmers. Sometimes as veterinarians we fall down


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because there is so much pressure on us – there are so many trials on integrity. I‟m not sure that

these young people are prepared with the life skills to cope.” It was observed by many that more

mature veterinary undergraduates in the United States have, “probably dealt with some serious life

events” and therefore more advanced non-technical competencies to succeed in spite of the pressure

of their undergraduate programme. Even in New Zealand, one participant perceives that, “students

that are married with families are the better students”.

The concern about life experience among veterinary undergraduates raises the question whether

non-technical competencies should and/or could be evaluated during the admissions phase. There

was some debate among participants:

On one hand, some participants believe that A-Grades are easy to achieve these days and that

excellent students are differentiated by their non-technical competencies. Therefore, veterinary

undergraduates should be interviewed and/or provide documented evidence of their experience in the

field. Their first assumption is that these methods would be the most effective way for a selection

panel to deduce whether the applicants‟ life experience had enhanced their non-technical

competencies. Their second assumption is that non-technical competencies prepare veterinary

undergraduates for student and professional life as a veterinarian.

Participants advocating a record of professional experience and/or employee testaments as a method

of selection believe that, without a significant number of hours in the field, there is a risk that

inexperienced undergraduates will become quickly disillusioned by the veterinary programme and/or

eventually the, “boring and repetitive” nature of veterinary practice. Participants spoke of the naivety

of students that believe veterinary life could be, “scientifically challenging every day” – and, among

the more introvert, a failure to realise that a practising veterinarian, “needs to enjoy a people

environment”. Disillusionment has an impact on retention; student engagement (inc. stress and

alleged suicide rates) and ultimately academic and professional success.

One participant presented an argument that the current method of selection on academic capability

alone is flawed: “Four people who would be great veterinarians but the door [to the veterinary

undergraduate programme] is closed because they have only average academic skills. They would be

great because they have huge experience in what they‟ve done. For example, one is an equine

dentist. Indeed, their experience puts my own experience to shame when I entered vet school. They

have all dealt with clients and live animals.”

On the other hand, some participants believe that interviews result in, “people who are good at

interviews being selected”. It is mostly these participants who believe that academic ability should be

the primary method of selection because, “we need to know which students can endure the academic

challenges ahead.” This is because Grade-A students have gone some way to prove that they are


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capable of learning, “vast amounts of technical information in a short time”. Selection by grade is also

more consistent than selection by interview, which could arguably result in veterinary students being

recruited for their extrovert personalities than their ability to perform consistently over five gruelling

years of study.

2. ORIENTATION

In 2008, Kathy Ruby brought COLE to Australia and New Zealand. For the first time, Massey

University invited entry-level students to take part in the Veterinary Leadership Experience (VLE). The

event took place over two and a half days and, in brief, the contents included some key topics

alongside some well known (and some less well known) activities:

TOPIC: History of VLE

Activity: Dragon‟s Tail

Activity: Getting To Know You

Activity: Challenge Zones

TOPIC: Paradigms In Veterinary Medicine

Activity: World People Map

TOPIC: Servant Leaders & Emotional Intelligence

Activity: Racoon‟s Circles

TOPIC: Appreciating Personalities

Activity: Myers-Briggs Personality Types

Activity: Traffic Jams

TOPIC: Social Awareness & Relationship Management

Activity: Helium Sticks

The general consensus among participants was that the annual Veterinary Leadership Experience

(VLE) is an excellent idea. One participant noted, “We have no time to even teach the students all the

technical skills [never mind the non-technical competencies] – and then in the fifth year we tell them

that technical skills are only part of their job. The VLE helps students be conscious of this [the need

for them to develop non-technical competencies] from Day 1. It helps them look at themselves as

adults as part of a profession.”

Another participant observed that the VLE was, “potentially the first opportunity for students to get in

touch with their feelings and realise that everyone else has these feelings about being under

pressure.” In respect to feelings, the Myers Briggs exercise was also reported to, “help students learn

that people are different but nevertheless share the same human feelings”. An added benefit of the


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VLE was that it involved professional veterinarians, which are the people that undergraduate

veterinarians respect the most.

During the course of discussion, participants proposed that the VLE could become an, “excellent

forum to define their [academics] own Massey non-technical attributes”. It is believed that this would

make for interesting debate and would potentially entice academics to become involved.

3. CURRICULUM

The veterinary undergraduate curriculum in New Zealand was reviewed between 1999 and 2002.

Every academic that was working as part of the veterinary undergraduate programme in 2002 was

invited to participate in the formulation of the „Life Skills Knowledge or Experiences Required for the

BVSc Programme‟. Eight academics accepted the invitation and formed a „Theme Group‟ together

with two non-academic practising veterinarians from industry. The curriculum that was implemented in

2003 included „Life Skills Knowledge or Experiences‟ among its desired learning outcomes. The

agreed „Life Skills Knowledge or Experiences‟ include the following topics, which influenced the

„Australasian Veterinary Attributes‟ that were collated in Sydney in 2002: Veterinary Career Options;

Time Management; Stress Management; Self-Awareness; Personal Physical Fitness; Stress and its

Management; Assertiveness; Substance Abuse; Mental Health and Counselling; Team/Group Work;

Work/Leisure Balance; Relationships; Grief Management; Personal Financial Planning; Career

Planning; Cultural Awareness; Maori Culture. The curriculum prescribed that the „Life Skills

Knowledge or Experiences‟ would be disseminated both explicitly via the Veterinary Professional

Studies Paper and subtly; integrated throughout the veterinary undergraduate curriculum.

The Veterinary Professional Studies Paper

The veterinary undergraduate programme incorporates a compulsory half paper in the 5th Year called

„Veterinary Professional Studies‟. The published description of this paper reads: “Elements of the

legal system regulating veterinarians. Professional ethics and obligations to the public and state.

Veterinary professional organisations. Veterinarians as communicators and educators. Maintenance

of physical and mental fitness and safety as a veterinarian. Veterinary business management”. The

paper incorporates lectures delivered by guest speakers from across the university. For example:


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Department of Management – Veterinary Business Management

School of Psychology – Coping With Stress

Student Counselling Services – Career Planning

Dispute Resolution Centre – Dispute Resolution

Kaitautoko Maori – a Maori Culture and Veterinarians

Department of Exercise and Sport Science – Maintaining Physical Wellbeing

Veterinary Council of New Zealand – VCNZ

MAF Biosecurity – Exotic Diseases

Marketing, Veterinary Institute – Veterinary Sales

New Zealand Veterinary Association – NZVA

Medical Assurance Society – Personal Financial Management

When asked to comment on the Veterinary Professional Studies Paper, participants expressed a

range of awareness. One participant admitted, “I don‟t know anything about it [the Veterinary

Professional Studies Paper].” Other participants were vaguely aware of the Veterinary Professional

Studies, but were not convinced of its efficacy. For example: “I know that someone from Student

Counselling gives some lectures in the first and second years. My recollection of student comments

range from useful to not so useful.” One reason given for negative feedback was that, “There is a

perception that the Veterinary Professional sessions are an „add-on‟ and sometime there could be a

perception that they are a bit of a nuisance.” A particularly interesting theme that emerged was that

students allegedly, “Don‟t like the Student Councillor because he‟s not a veterinarian. There is a

credibility issue. Students have more respect for the academics they know than external people,

especially a psychologist.” Participants ultimately believe that, “Unless the messages are

authenticated by veterinarians, I don‟t think the students will be receptive no matter who it is delivered

by.”

Integrated Dissemination

The „Life Skills Knowledge or Experiences‟ can be found peppered throughout the five years of the

veterinary undergraduate curriculum:


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Knowledge or Experiences Year Paper in which topic is disseminated... Owner

Veterinary Career Options 1 Animal Behaviour, Handling & Welfare Vet Ac

Time Management 1 Animal Behaviour, Handling & Welfare SCS

Stress Management 1 Animal Behaviour, Handling & Welfare SCS

Self-Awareness 2 Mechanisms of Disease SCS

Personal Physical Fitness 2 Integrative Veterinary Physiology Vet Ac

Stress and its Management 2 Integrative Veterinary Physiology Vet Ac + SCS

Assertiveness 2 Mechanisms of Disease SCS

Substance Abuse 3 Pharmacology, Therapeutics & Toxicology Vet Ac

Mental Health and Counselling 3 Veterinary Clinical Studies Vet Ac + SCS

Team/Group Work 3 Mechanisms of Disease SCS

Work/Leisure Balance 4 Cattle Health and Production Vet Ac

Relationships 4 Small Animal Medicine & Surgery Vet Ac + SCS

Grief Management 4 Small Animal Medicine & Surgery Vet Ac+ SCS

Personal Financial Planning 5 Veterinary Professional Studies External

Career Planning 5 Veterinary Professional Studies SCS

Cultural Awareness 5 Veterinary Professional Studies External

Maori Culture 5 Veterinary Professional Studies External

There are a few things worth noting about the „integrated dissemination‟ approach. Firstly, although

the list above is available on request from the Programme Director, it is not published. Secondly, only

six veterinary academics (Vet Ac) have formal ownership over the dissemination of „Life Skills

Knowledge or Experiences‟, of which three share that responsibility with the Student Counselling

Service (SCS). Note that there are 95 academics in the Institute of Veterinary, Animal and Biomedical

Sciences (IVABS). Thirdly, the „Life Skills Knowledge or Experiences‟ do not feature in the induction

process for new academic faculty. Fourthly, academics are not held accountable for the

dissemination of non-technical competencies outside the scope of the papers listed above.

When asked how they believed non-technical competencies were currently being disseminated to

veterinary undergraduates, participants articulated no awareness of the „integrated dissemination‟

approach. Several participants expressed that any learning of non-technical competencies by


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veterinary undergraduates was “passive”, “ by accident” or “by osmosis”. One participant asserted

that, “Students need more non-technical competencies education – I don‟t know what is taught but I

would be surprised if there was much of it.” With participants widely admitting that they were,

“unfamiliar with the entire curriculum”, isolated examples of academics striving to disseminate non-

technical competencies were detached from the wider programme. One participant believed it would

be, “very useful to have full picture of what is going on across the programme so that each academic

has complete awareness of where else in the programme other people are attempting to incorporate

non-technical competencies.”

Data collected in regards to the ‘integrated dissemination’ of non-technical competencies is

presented against the categories from the ‘Australian Veterinary Attributes’ rather than the

New Zealand list of ‘Life Skills Knowledge or Experiences’:

a) Professional Duty of Care

No comments were received by participants that specifically related to the sub-categories of

„Professional duty of Care‟, which include: Responsibility to Animals; Professional Integrity;

Responsibility to Clients; Responsibility to the Community; Maintenance of Biodiversity;

Preservation of the Environment; Understanding of Legal Obligations .

b) Effective and Empathetic Communication

Although most participants cited „communication‟ as the most important non-technical skill, one

participant believed that „empathy‟ cannot and should not be taught. The rationale behind this

argument is that „taught‟ empathy is fake empathy and therefore transparent.

Written English – One participant commented on the extremely poor standard of grammar

displayed by veterinary undergraduates: “There is little importance on literary skills such as

correct spelling and grammar”

With Clients – One participant believes that many academics aim to disseminate client

communication skills in “subtle ways”. For example, the same participant helps students, “put

a positive spin on taking a blood test that has no results so that they might start to realise how

to make the client feel like they‟ve not wasted money, i.e. even though we haven‟t found

anything, we have ruled a few things out.”


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Another participant recalled that a colleague requires veterinary undergraduates to write

letters to clients in “client-speak”, which, the participant believes, is an effective way to help

students learn how to communicate with clients.

Nevertheless, another participant observed that, “some of our graduates do come across as

arrogant, which doesn‟t help the reputation of our profession.” The same participant believed

that students may have an elevated sense of superiority because they have been high

achievers at university. Veterinary undergraduates may therefore require a better

understanding of how to relate to clients, i.e. empathy.

With Staff – no comments.

With Peers – no comments.

With the Community – no comments.

Oral – One participant believed that public speaking and presentation should be done, “more

often than just the fourth year of the course. Students need to be doing non-technical

competencies at every stage of the programme.”

However, another participant reflected on an experiment that took place in the Anatomy

department. One lecturer assigned a research project to groups of four or five students. The

group was required to present their research to other students during class. The aim was for

students to develop research skills and public speaking. Reflecting on the experiment, the

participant observed that only one of the four students in the group was able to present in

class, which meant that only 25% of the class experienced public speaking. Also some of the

presentations were “really poor or too detailed”, which meant that other students in the class

were, “short-changed”. In relation to oral presentations, several participants noted that it is

labour intensive to mark group presentations.

Another participant recalled a 10 minute topography assessment with first year veterinary

undergraduates. This was not undertaken as a role play scenario but an exercise in improving

oral communication. Each student was required to chose 4 cards. Each of the four cards

represented a different area of a dog‟s body. From each card, the student was required to

answer two questions. The assessment involved real dogs and two examiners – one

examiner was an academic and one examiner was a volunteer client.

Comprehension – One participant described how students habitually struggle to interpret

examination questions. Consequently, the same participant allocates one lecture to an

external speaker who aims to address this problem. Another participant believes that written


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communication is the non-technical skill, which students are least able to perform. For

example, “fourth year students still think they can cut and paste text from other work – they do

not demonstrate any ability to present an argument.”

One participant believed that veterinary undergraduates do not understand that everything

they write and say is evaluated to some extent. It was proposed that one way to help students

would be for academics to, “Stop re-writing discharge letters written by students. Students

themselves should be made to correct their mistakes – otherwise students do not realise the

consequences [of their poorly written communications] and think that there is no reason to

change.”

Compassion, courtesy, respect, honesty and absence of discrimination – One

participant believes that a veterinarian must be able to, “Take a client with you in the decision

making process. This doesn‟t mean just telling the client what must happen; instead the vet

needs to come from a position of authority, which is earned by being trustworthy and honest”.

c) An Understanding of the Business of Veterinary Practice

Business Fundamentals – One participant believed that all the „Australasian Veterinary

Attributes‟ were valid for veterinary undergraduates, except the Business of Veterinary

Practice. Another participant believed that it should be compulsory for veterinary

undergraduates to be exposed to the Business of Veterinary Practice since establishing their

own practice is a significant career option for many graduates. Nevertheless, there was no

awareness that Business Fundamentals are formally disseminated.

Health and Safety – One participant believed that veterinary undergraduates would benefit

from an education in risk management. Arguably not unique to the veterinary profession,

graduates in the workplace must have the capacity to evaluate a situation for potential

hazards. For example, a clinician must be able to identify the risks when a client arrives with

a distressed dog and five curious toddlers. Nevertheless, there is no indication that Health

and Safety is formally disseminated.

Knowledge management – no comments.

Design of hospitals – no comments.

Complaint management – One participant recalled that veterinary undergraduates do not

realise that they will, “come across many situations where there is no right or wrong answer –

but nevertheless they will have to provide advice that will satisfy their clients”. The same


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participant went on to say that high-achieving veterinary undergraduates, “often become

frustrated „in the real world‟ where there is not always an obvious answer because it means

they‟re not always going to experience success”. This means that veterinary graduates are

often ill-prepared to cope with complaint management.

d) Capacity for Self-Management and Self-Knowledge

Goal-setting and planning – From their first day at university, veterinary undergraduates are

said to be, “spoken to” about personal organisation.

Information literacy and management – Several participants observed that veterinary

undergraduates are not, “developing adequately” in their early years. Consequently, upon

progression to the Clinic during their 4th and 5

th years, Clinicians are faced with

undergraduates who do not have the self-learning skills to absorb knowledge; synthesise

knowledge; and communicate synthesised knowledge to colleagues and clients. One

participant believed that undergraduate problems originate in their high-school days where

they are required only to regurgitate information rather than develop an understanding of self-

motivated learning.

Generally, participants indicated that they try not to spoon-feed undergraduates and

encourage them instead to take responsibility for themselves. However, one participant

believed that veterinary undergraduates would benefit from a preliminary course on the

development of appropriate learning techniques. Another participant agreed, “if independent

learning skills could be learned during a pre-veterinary stage, this would make our curricular

job easier – in fact, it would be a major achievement.”

Aside from the burden on academics faced with ill-prepared undergraduates, one participant

highlighted the need to manage student expectations: “students struggle because of the

volume of technical information available – they struggle to understand how to turn the

information around and give it back to examiners, peers, colleagues and clients. Within a

semester, you see the enthusiasm of these students fade away because they feel

overwhelmed. A large part of the problem could be taken away if they knew what to expect in

terms of learning skills and assimilation of knowledge.”

Emotional intelligence – no comments.

Community leadership – no comments.

Change skills – no comments.


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Teamwork – Veterinary undergraduates are required to participate in teamwork during

practical laboratory sessions. One participant invites an independent expert to make a

presentation about „teamwork‟ to students during their first laboratory of their first year.

However, other participants make no structured attempt during their laboratory sessions to

disseminate „teamwork‟ as a non-technical skill. One participant offered an insight in to the

predicament faced by academics:

“At the moment I lecture 110 people in microscopic anatomy. It‟s difficult to get to know these

people and help them develop non-technical competencies because I‟m either talking to them

in lectures or they are looking down a microscope in the laboratory. Even in laboratory

session they work as individuals, not as teams. So, I am just struggling to see how I could add

anything non-technical to this.”

By the third year of the veterinary undergraduate programme, participants reported greater

opportunity for teamwork. One participant reported, “In my own teaching at first and second

year level we are not dealing with non-technical attributes. However, in the third year in

laboratory sessions we are focusing on the practical part of the paper rather than on theory.

This means students have the ability to...work in a group”.

Several participants asserted that the most appropriate time to develop „teamwork‟ as a non-

technical skill was during the 4th and 5

th years of the veterinary undergraduate programme.

One participant described how „rounds‟ (i.e. small group roster teaching) typically generate a

sense of loyalty among students – because they used to work together in the same teams for

the duration of the fifth year. However, a recent change in the curriculum means that

students are organised in to rotating groups, which means that there is, “now more about the

„I‟ in the small group roster teaching”. On one hand, fifth year undergraduates are losing the

opportunity to build a sustainable team; but on the other hand, they are learning about

flexibility and adaptability.

Managing a career – One participant believed that veterinary graduates are ill-prepared for a

veterinary career because their undergraduate programme does not provide a sufficient,

“taste of reality”. It is a concern that veterinary undergraduates, “do not understand how

tedious it can be in the field when days are filled with pregnancy-testing cows or treating cats

for fleas.”

Work/leisure balance – Several participants alluded to the allegedly elevated suicide rate

among veterinary undergraduates. There is an impression that veterinary undergraduates

are exceptionally high achievers prone to succumb under the pressure to succeed. One

participant believes that veterinary undergraduates need help to understand, “not to take


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things so seriously – that failing a grade is not the end of the world or the worst thing that is

going to happen in life.”

Almost unique to this population, they are students that are often de-sensitised towards death

as a result of animal euthanasia. It is worth noting that this remains an unsubstantiated myth

and risks becoming a self-fulfilling prophecy. As a precaution, several measures are in place

to guard against Work/Leisure imbalance among veterinary undergraduates.

Development of professional knowledge – no comments.

e) Recognition of and Compliance with Ethical and

Professional Standards

In all areas of veterinary activity – One participant described how students are encouraged

to uphold ethical standards. For example, they are verbally warned that: (a) joking around will

not be tolerated; (b) there is a dress code in the laboratory; (c) there is a code of conduct in

the laboratory, which includes interfacing with support staff. However, it was noted by the

same participant that ethical standards are mostly disseminated through an, “inherent ethos”

rather than explicitly communicated, unless stated in the student handbook.

A couple of participants reflected on the under-emphasis of professionalism in the New

Zealand veterinary profession. The perspective of these participants was influenced by their

experiences in the UK and the United States. For example, it is perceived that American

students are the last to leave classes because they are typically more thorough than domestic

students. One participant offered an explanation for the discrepancy between professionalism

among undergraduates in New Zealand and America:

“I believe we are too matey with students and allow them to get away with things they

shouldn‟t be doing. I believe that the Clinic „rounds‟ need to be done more professionally. For

example, when summarising a case, it should be done concisely and unambiguously using

professional language. These standards need to be enforced by the academics who

sometimes find it easy to slide in to the „matey‟ way of thinking because they fear becoming

perceived as a nag when they suggest that students and other colleagues shouldn‟t be so

sloppy. As a result, the language used by academics has become lazy and we are currently

erring on the situation where students are so accustomed to using „lay-speak‟ that they don‟t

know how to use professional language.”


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f) Adaptability and Ability to Collaborate

With professional colleagues – One participant believes that 5th year students benefit

significantly from the „small group roster teaching‟. This is because they learn to, “adapt and

collaborate with others, including staff in the faculty.”

With support staff – no comments.

With clients – One participant highlighted why veterinary undergraduates need to learn to

collaborate with clients: “Young pathology students believe they can look down a microscope

and see why an animal has died. However, this is not the case – veterinarians need [to be

able to work with their clients] to create a scenario”.

Participation in veterinary organisations – One participant spoke about how veterinary

undergraduates are contracted to work in commercial practices for 18 weeks during their 5th

year. These commercial practices are invited to evaluate the students on their technical and

non-technical competencies.

The education of the next generation of veterinarians – no comments

4. ROLE MODELLING

Beyond the initiatives described under the sections „Veterinary Professional Studies‟ and „Integrated

Dissemination‟, academics are not held accountable for the dissemination of non-technical

competencies Consequently, the executive of the veterinary undergraduate programme have no

indication whether non-technical competencies are being disseminated with any commitment by

academics throughout the veterinary undergraduate programme. The executive are no stranger to

feedback like, “Unless the messages are authenticated by veterinarians, I don‟t think the students will

be receptive no matter who it is delivered by” – and, for this reason, the executive readily admit that

„role-modelling‟ is, “an area we need to strengthen”.

On one hand, many participants were in favour of developing themselves and other academics as

role models of non-technical competencies. One participant said, “This whole thing [about non-

technical competencies] is about being role-models at every level”. Enthusiasm was strong among

participants who believed, “There is plenty of room for our academic faculty to develop and

demonstrate good role modelling – I believe it happens in some places but I‟m not convinced it

happens universally.” Participants‟ reasons for doubting the prevalence of effective role-modelling

became clear with stories of, “ students feeling judged and made to feel stupid rather than feel


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encouraged”. Participants even described some colleagues as, “rude and arrogant and try to keep

students in their place”.

On the other hand, most participants were able to identify barriers that would potentially inhibit the

success of academics taking an organised approach to being / becoming role models of non-

technical competencies. One participant concluded, “Ideally we would have everyone in the place

being role models – but this is an unreal expectation”.

Data collected in regards to role modelling is presented against the categories found in the

international literature:

a) Cynical Academics

Several participants noted that a fundamental barrier would be academic cynicism towards non-

technical competencies. It was said that, even if all associated conditions were favourable, the

general response would still be “variable” because academics perceive non-technical

competencies as essentially, “fluffy” and “nebulous”. One participant explained that, “scientific

minds like black and white results, which is a problem given that it is so hard to measure the fluffy

stuff.”

b) Pressure on Time

Many participants expressed that it was, “hard to envisage” when and/or how they could begin

thinking about non-technical competencies in a programme already overwhelmed with technical

skills.

Partly, this is about not wanting to divert time away from the dissemination of technical skills. One

participant asserted, “especially in my area we wouldn‟t be interested in having parts of our paper

diverted to something else – especially now that the time for pre-clinical has been reduced.”

Another participant added, “With my lectures, I don‟t have time to explicitly introduce non-

technical competencies”.

Partly, this is about academic faculty simply not having, “the time or mental energy to take on

another layer of work”. The implication is that the workload (not to mention the training) required

to analyse / plan / design / develop / implement / test innovative methods of disseminating non-

technical competencies is too much of a burden on an academic faculty (especially Clinicians)

already reported to be, “fatigued and overworked largely due to poor organisation and an absence

of collegial support.”


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Participants expressed that the reality of the situation is that, “while class numbers are increasing

and human resources are maintained at a minimum – these are the areas [i.e. non-technical

competencies] that will be neglected because they are less tangible when we want to hang our

hats on something we‟ve done well”. The issue of prioritisation is worth considering given reports

from Clinicians that, “reading the SOAPs take a while, so many people don‟t do it”.

Participants summarised that, given that the capacity of academics is already over-extended,

there is a real danger that any suggestion they should also be thinking about disseminating non-

technical competencies would be seriously resented. Consequently, participants added that any

new focus on non-technical competencies would need to be preceded by a review / reallocation of

resources, “specifically the human hours available”. This applies to the human hours required to

both prepare and deliver non-technical competencies – over and above technical skills.

c) Slippery Shoulders

Partly a result of academic cynicism and partly a result of pressure on time, several participants

question, “whose responsibility is it [the dissemination of non-technical competencies] anyway – is

it the parent‟s job, the academic‟s job or the student‟s job?” Another participant suggested that it

was an, “elitist culture in many schools” that has led to the arrogance of many veterinary

undergraduates. In any case, participants revealed that there is, “a perception that it‟s someone

else‟s job”. Some participants proposed that an academic‟s primary job, “has to be to teach

technical skills” and therefore suggested, “Could we direct students to other people who

specialise?”. Among participants who did believe that the dissemination of non-technical

competencies was partially the responsibility of academics, some did not believe it was their job:

“It would be responsibility of the Clinicians‟ focus on non-technical competencies with fourth and

fifth year students.”

However, a significant number of participants believed that, “The [veterinary] profession requires

us [academics] to prepare them [students] for the pressures of the job – and the job requires them

[graduating students] to have non-technical competencies.” One participant observed that the role

of academics is especially important when disseminating non-technical competencies to

veterinary undergraduates: “We should remember that students see academics as their mentors

– especially in vet – so really it is academics‟ responsibility.” Another participant agreed, “Our

students definitely have more respect for academics who have experience in their field – even the

[veterinary] academics in „the tower‟ are not seen to be as credible as the people in the clinic who

have real life experience and are able to back up theory with real examples.” Another participant

went on to say that people outside the veterinary world fail to be, “really switched on about the

[veterinary] profession and the needs of our type of students.”


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In summary, most participants believed that, “students like to hear things from people they see as

relevant”. In this context, participants found themselves asking whether there can be

anyone more effective than veterinary academic faculty when it comes to disseminating

non-technical competencies?

d) Capability of Academics

Participants noted that, even if academics overcame their cynicism for a nebulous cause; were

alleviated from time pressures; and conceded that the dissemination of non-technical

competencies was their responsibility to some extent, there would still be another barrier: “It

would be difficult for many academics to take this role because they are bad at it themselves.”

One participant believed that, “Vets at Massey are lacking in non-technical competencies – the

academics even more so than the students.” Another participant added, “It needs to be

recognised that academics are the exact same focused and driven workaholic people as the

students – just a few years older.” To illustrate this point, another participant described, “In my

area there is a huge potential to help students develop non-technical competencies – but how

would I do this? I wouldn‟t be comfortable getting involved in telling people how to behave in a

group because I‟m not outgoing myself – I can‟t berate the shy people to be extroverts.”

This begs the question whether, in order to disseminate non-technical competencies to veterinary

undergraduates, it is first necessary to disseminate non-technical competencies to academics so

that they may become effective role models. One participant made the point, “How do we get

academics who have no experience in the field to understand importance of non-technical

competencies?” Then again, another participant argued, “The clinicians, for example, have been

out there and have an understanding of what it is like. However, that doesn‟t mean they can teach

it.”

In response to the question of how to „train the trainers‟, participants offered four solutions:

Massey University Training and Development Unit (TDU)

Participants revealed mixed feelings about training opportunities available through the Massey

University Training and Development Unit (TDU). A few participants felt, “The TDU courses would

be helpful to help me develop as a disseminator of non-technical competencies.” However, on

balance, participants felt that, “TDU teaching courses don‟t seem relevant to veterinarians”.

Internal Seminars at the Institute of Veterinary Animal and Biomedical Sciences


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Several participants favoured in-house development opportunities organised by veterinary

institute, specifically for veterinarians. One participant volunteered that, “Some sort of ongoing

support from IVABS forums would be good – one every few months that is focused on non-

technical competencies and how they can be infiltrated into everyday teaching.”

When considering the scope of internal activity, other participants suggested that it should include

a knowledge exchange, e.g. featuring external speakers and/or circulating references that

academics could reflect on in their own time.

IVABS Enhancing Leadership Programme

One participant described that, in preparation for teaching final year students, enormous

value had been gained among Clinicians who attended the leadership conference. The

participant reported, “This started last year and was a full day programme offered by

leadership people affiliated with Massey. It helped us realise that the students see what we

are like and they will start to emulate us.” This initiative was said to be, “as useful as the

Veterinary Leadership Experience.”

The Veterinary Leadership Experience (VLE)

Many participants were aware that academics had been invited to attend the first Veterinary

Leadership Programme (VLE). Several participants had seized the opportunity to attend;

several participants were unable to attend due to prior commitments; several participants

decided not to attend because they were discerning about the value of the experience; and

several participants did not attend because they were fundamentally (although not

necessarily permanently) reluctant to get involved.

Those who attended found the experience extremely valuable, saying that, “Those academics

that went on the VLE really profited, especially in terms of relationship building among staff.”

Participants also found that the content of the VLE was as relevant to faculty as it was to

students because, “academics are under similar pressure to students”. Some “The basics of

leadership and non-technical competencies were a massive eye opener to me”

Those who were unable to attend were so inspired by positive feedback from others that they

vowed to make an effort to attend in the future: “It is something that I would like to go to next

year. The experience of working with people in different contexts is always valuable, so I

would be open-minded to personal and professional development.”

Those who were sceptical explained that they had been, “put off by the cheesy thing.” It

emerged that these participants were concerned that an American solution was not


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necessarily relevant to the New Zealand situation: “It seemed very geared towards the US

situation and I was not convinced of its relevance to New Zealand.” However, given the

positive feedback from faculty that did attend, even discerning participants admitted, “I have

heard from staff who did attend that the experience was worthwhile.”

Those who were reluctant explained that, despite having an interest in the VLE, “I am facing

the inherent problem that I don‟t want to divert my own time down another route, especially

when it means grappling with nebulous material.”

e) Absence of Rationale

Participants began to reflect on how academics might respond to the suggestion that they should

be responsible for the dissemination of non-technical competencies. A strong theme emerged that

there is a current absence of rationale supporting this proposal. One participant summarised:

“Proof of concept is important because academics won‟t just jump on the band wagon. Often they

will do the opposite just for the sake it”. Digging deeper in to „proof of concept‟, participants

believe that the proof must be relevant in the New Zealand context. One participant summarised,

“We really need to be clear about New Zealand context. We need a New Zealand answer to the

New Zealand question.” Another participant highlighted that this was particularly true where the

Veterinary Leadership Experience (VLE) is concerned: “It [the VLE] seemed very geared towards

the US situation and I was not convinced of its relevance to New Zealand. At no stage with the

VLE has anyone said the NZ problem is the same as the US problem. For me to get involved in

the VLE, I would need a really strong sense that it‟s worthwhile and well thought through – I would

need to be inspired by rational information.”

Progressing with their thoughts, participants reflected on what kind of compelling evidence would

mobilise an autonomous academic faculty. Participants suggested that evidence should be

gathered from: (a) students; (b) graduates and (c) industry.

Students

Several participants believed that the root of the New Zealand „problem‟ would only be

fathomed if more copious feedback of a significantly more candid nature could be collected

from students.

To begin with, participants believed that, “the students are not asked enough what‟s going on

and what the problems are.” Arguably, the formal SECAT process serves this purpose, but

participants are sceptical because they believe the system is flawed: “Students fear giving

honest feedback in the SECAT process” and because, “we have got to accommodate for the


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fact that students favour academics that make life easy and make students feel like they are

achieving – even if there is no substance in their learning or eroding standards”.

In this context, one participant believed that, “the statistic that students are voting with their

feet [when it comes to selecting fourth year courses] is far more telling [than the SECATS]”.

Several participants provided some insight into why students are voting with their feet: “There

are some academics who do not treat students with sufficient respect – they treat them like

children rather than future colleagues. How we [academics] interact with them [students]

reflects on how they interact with clients or students, if they become academics. Somehow we

have to break the power cycle among those who take their turn to abuse their positional

power and influence.” Another participant added, “They [students] see the academics

demonstrating bad behaviour and the students think it‟s a show of strength that they

[academics] can get away with because they are respected.” The inference is that some

academics are inspiring students to adopt unconstructive behaviours (rather than positive

non-technical competencies) that will encumber them as graduates.

In response to the problem of student candour in the formal SECAT process, participants

believed that a new approach to gathering student data is required. One participant proposed

that data should be gathered at intervals throughout the academic year, “to accommodate for

changes in attitude across the year and to avoid academics saying it‟s a snap in time.”

Another participant suggested that the data should be gathered at all levels because, “second

years may not see the value of something until the fifth year”. Finally, another participant

highlighted that, if students were going to be expected to provide meaty feedback, they would

require an incentive, for example, “give them $5 and put their name in a draw for a holiday”.

Graduates

Several participants believed that veterinary graduates would be the most important people to

interview. One reason is that, compared to students, graduates benefit from hindsight and

real-life industry experience. Graduates would be able to comment on the non-technical

competencies that helped them transition and prosper in the New Zealand industry. One

participant perceived that non-technical competencies would be seen as important by

graduates because these skills will help them, “enjoy their jobs; decrease their stress and to

cope with staying in practice”. Another participant added, “it would be good to know what

graduates are going to be needing down the road so we can start developing these skills

early on”.


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Industry

Several participants spoke about the importance of interviewing industry employers because

it is employers who are the end-users / ultimate clients of university services. The

observation was made by one participant that, “I don‟t know if we are delivering the product

that practitioners want. The emphasis of what they want has changed and so have the

generations of students”. This observation highlights participants belief that further

investigation of the New Zealand „problem‟ is required.

f) Autonomous Academics

Participants suggested that even a strong rationale would not mobilise some academics to take

responsibility for the dissemination of non-technical competencies. This is because many

academics simply do not like being told what to do. One participant illustrated this point: “I‟m not

interested in ways of infiltrating non-technical competencies into my lectures. If someone told me

to change the structure of my lecture, I wouldn‟t. I do believe in non-technical competencies, so I

might be more inclined to get involved to some extent, but I won‟t be told what to do.” Another

participant added, “with the older guys, you can‟t tell them how to do their job – they are a bit

arrogant and think they know best”.

On one hand, participants spoke about the importance of keeping autonomous academics

involved. One participant asserted: “If I was going to be involved with the VLE, I would like to be

involved in part of the formulation of what we need to teach and why we need to teach it. I think

we should be inviting people [academics] to analyse the evidence [of the New Zealand problem].

We need to discuss what‟s needed and how to fix it.” Other participants suggested that greater

levels of involvement could be achieved by, “more discussions and workshops” and, “providing

references for us to read at our leisure.” Another participant noted that, if academics cannot be

involved, they should at least be adequately informed: “I would like to be informed about the way

decisions were made and how the direction was decided.”

On the other hand, another participant said, “I wouldn‟t want to be involved in discussion because

I have other priorities. I would be open to spend an hour listening to suggestions about this. But

the merest inkling of someone telling me what to do – I would tell them to go away in no uncertain

terms... Even if the management prescribed it and I had to implement it – I would have no

commitment to chasing outcomes.”” Other participants added that “teaching people how to

behave” will always be perceived by some academics as, “encroaching on people‟s freedom”,

“offensive” and “patronising”.


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Most participants believe management would be fighting a losing battle with the most change-

resistant contingent and advised management to initially channel their energy in to those who are

most change-friendly. Apart from which, one participant said, “there is no guarantee that those

who are change resistant wouldn‟t sabotage positive initiatives with their negativity”.

g) Role Clarity

Participants reflected on one final theme: What happens if management reach the conclusion

that non-technical competencies are an important outcome of the veterinary programme – and

that academic cooperation is necessary to achieve this outcome, in spite of change-resistance?

Several participants believed that the only answer is for academics to be formally held

accountable. One participant said, “The big guys need to talk about non-technical competencies

in every way possible – they need to make it part of my assessment every year by asking what

[non-technical competencies] I‟ve implemented”. Where those who are change-resistant are

concerned, participants noted that the leaders of the veterinary programme would need to be,

“prepared to confront academics about short-comings” and to, “keep academics aware that their

role is not just to teach but to inspire improvement”.

However, participants also noted that role models need role models, meaning that, “while the

students need good role models among academics, academics need good leadership from the

executive”. One participant went on to say that, “people who are high up need to be starting the

culture change – right from the top down to year heads and paper coordinator level need to be

bought into the philosophy. Then they all need to think about how to address non-technical

competencies in each part of the curriculum. Then the paper coordinator level need to empower,

enable and lead by example to others below them”.

Participants vocalised respect for those at the top of the veterinary programme. The Veterinary

Leadership Experience (VLE) was quoted by several participants as a good example of an

initiative coming from the top: “it is good because they [the executive] have believed in it from the

start.” Participants advised the executive:

to work harder at, “getting the generic skills in the headlines”;

for the Head of Institute to become more influential in the cause because, “he makes you

want to do something, rather than make you feel badgered in to doing something”;

for the executive to be always, “up at the front explaining how this event [or other

initiative] is helping us achieve our goals”.


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for the executive to, “allow all this [participation in initiatives] to be done during office

hours to show Massey‟s commitment [to non-technical competencies],” including,

“allowing faculty to leave the clinic to attend events”.

h) Student Reluctance

On a final note, a couple of participants shared the concern that, even if academics became effective

role models of non-technical competencies, many students ultimately object to non-technical

competencies in the curriculum. This fact is fundamentally de-motivating for academics. One

participant explained, “One time we tried being transparent with students by telling them how non-

technical competencies were going to be taught to them – they threw it back in our face because they

don‟t believe this is why they are here. So, we don‟t do that anymore. Nothing we do is broadcast or

documented.” However, in contrast, other participants believed that student cynicism about non-

technical competencies is learned from academics. The implication is that, if academics were to

become effective role models of non-technical competencies, students would be inspired to adopt

them.


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Discussion

The overall conclusion of this investigation is that where the dissemination of non-technical

competencies to veterinary undergraduates is concerned, New Zealand may very well have been

leading the way in 2002 – but in 2009, it is clear that the innovations of 2002 were never implemented

to their full potential because the majority of academic faculty were never aligned with changes. This

does not mean that the overall quality of the veterinary undergraduate programme has been

compromised, but that the time is right for New Zealand to revisit its approach to the dissemination of

non-technical competencies (which has already started with the introduction of the VLE in 2008). This

gap analysis indicates that the biggest „gap‟ between New Zealand and its international competition is

the hesitation of autonomous academics to participate in an organised approach to the dissemination

of non-technical competencies. At this point we enter a „chicken and egg‟ debate: does academic

hesitation arise from the absence of a compelling rationale for change; or is organised change

fundamentally non-compelling to autonomous academics?

The scope of this study was to comment on current methods of disseminating non-technical

competencies to veterinary undergraduates – and therefore the scope of this discussion is

simply to make an informed recommendation on how to change the current method of

dissemination, if desired. This discussion is organised in to the following phases that also

reflect the ‘Change Management Plan’: Analysis; Design; Development; Test; Implementation;

Evaluation.

Analysis

The question of how New Zealand should revitalise its approach is complex. To unravel this

complexity, the first phase of the approach must be „Analysis‟. Nobody from any profession enjoys

change for the sake of change. This does not necessarily mean that people are change-resistant but

instead discerning. Of all professions, academics are among the most discerning. We know this

because, in addition to being highly intelligent, academics are strongly motivated by autonomy

(Chandler, 2006). In this context, it is more important than ever for the executive of the veterinary

undergraduate programme not to embark on change without a compelling rationale – a burning

platform or a golden carrot. Most importantly, this study has revealed that academics do not widely

believe that „the American problem‟ or „the Australian problem‟ are relevant in the New Zealand

context. Thus, the executive must first focus on establishing whether or not there exists a compelling

rational for change that is specific to veterinary academics in New Zealand.


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Participants in this study highlighted that the „Analysis‟ would require a carefully considered

methodology. As experts in the field of data collection, academics are unlikely to be convinced by a

rationale that is based on anything less than a robust approach to analysing „the New Zealand

problem‟. In order to understand „the New Zealand problem‟, this study recommends that executives

begin with a qualitative investigation into which non-technical competencies industry employers

believe are desirable among graduates – and then undertake a quantitative gap analysis to measure

to what extent graduates are entering industry already equipped with these non-technical

competencies. The gap analysis would involve feedback from industry employers and recent

graduates themselves. The second stage of understanding „the New Zealand problem‟ would be to

measure the extent to which veterinary undergraduates believe that desirable non-technical

competencies are being disseminated to them; how effective they find the dissemination techniques;

and to what extent they are motivated to learn each non-technical skill. This study advocates that the

surveying of undergraduates should take place in the middle and at the end of each semester to

account for the fluctuation of students moods throughout the academic year. The final stage of

understanding „the New Zealand problem‟ would be to measure the extent to which veterinary faculty

believe they are currently disseminating each of the desirable non-technical competencies. This

study advocates that the combination of feedback from industry, undergraduates and academics will

adequately define „the New Zealand problem‟ – if indeed there is one that is relevant to academics.

Design

IF the „Analysis‟ phase indicates that there is room for improvement in the dissemination of non-

technical competencies among veterinary undergraduates, this study advocates a consultative

approach when designing a solution to „the New Zealand problem‟. This study also advocates that the

design of any framework for the dissemination of non-technical capabilities should take place within

the context of a curriculum review to ensure that the initiative is understood to be integral to the

learning outcomes of the wider veterinary programme.

However, the „Design‟ phase is loaded with jeopardy. Executives are likely to discover that, on one

hand, academics don‟t want to be told what to do but, on the other hand, they don‟t want to be

involved in the „Design‟ phase because they already have too much on their plates – take, for

example, the reasonably unsuccessful attempt to mobilise New Zealand‟s veterinary academics in

2002. Stuck between a rock and a hard place, this study would recommend that executives remain

hopeful that, with a little encouragement, faculty will become increasingly participative. Remembering

that role-models need role-models, this study indicated that the veterinary executive should make

themselves visibly and vocally committed to securing enthusiasm for non-technical competencies. A

deliberate approach to transparent „cascading‟ communications is recommended. The principle is for


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the BVSc Leadership to become a regular and reliable source of information – and that information is

guaranteed to find its way to „grass-roots‟ via the appropriate channels. This means that the

Executive brief Group Leaders who, in turn, brief Team Members. This study recommends that the

effective verbal cascade of information becomes a specific objective.

Consequently, this study proposes that the „Design‟ phase is peppered with events that are non-

compulsory but simply offer every member of faculty the opportunity to be involved in the formation of

policy. It is recommended that the first of these events should be a faculty debate on the „direction of

non-technical competencies education‟ in light of the „Analysis‟ phase.

Consultation is often seen to be laborious because, „he who shouts the loudest wins‟ or „too many

cooks spoil the broth‟. However, skilfully facilitated debate should be open and honest yet

constructive and without fear of retribution. All feedback should be noted and considered by the

executive at a later date – after which the executive should offer a rationale for their final policy

decisions. This last stage is important else those who offer feedback will soon grow tired of feedback

being ignored and an apathetic population will ensue. This study recommends that final policy

decisions (i.e. „the solution‟) should be documented in an Action Plan broken down by the categories

found in international literature: Admissions; Orientation; Curricular; Role Modelling.

Development

After „Design‟ and before „Implementation‟, this study recommends that the executive plan for a

„Development‟ phase. The „Development‟ phase recognises that, on average, only 1 in 10 new

strategies ever come to fruition – because the solution is incongruous with the current environment.

The „Development‟ phase prepares the environment in which the new solution is to be implemented.

For example, this study indicates that, should the „Analysis‟ phase expose a compelling rationale for a

new approach to the dissemination of non-technical competencies, the executive may need to

examine whether the organisational strategy of the veterinary institute can effectively accommodate

the aforementioned new approach. This study indicates that any new approach may require the

executive to re-visit „the way things have always been done around here‟. For example:

Does human resource policy reward the dissemination of non-technical competencies?

Does the organisational structure provide tiers of leadership?

Could processes be streamlined to relive pressure on academic time?

Could technology be used to better effect in order to relive pressure on academic time?


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Test

Once the „Development‟ phase is complete and the environment is fertile for change, this study

recommends that the executive implement a „Test‟ phase. The objective of the Test phase is for

willing volunteers / champions to trial the changes proposed and „test‟ for flaws in the process. This

provides an early opportunity for the leadership to resolve any teething problems before changes go

„live‟. Reports arising from the „test‟ phase will also generate confidence among a discerning

workforce that the changes proposed can be effective – and are therefore worth the investment of

their energy. Of course, the „Test‟ phase implies that the proposed solution has been designed

complete with measureable Key Performance Indicators (KPIs). This is important among scientists

who respond better to tangible results than nebulous outcomes.

Implementation & Evaluation

This study advocates that recommendations from the „Test‟ phase are incorporated in to the solution

produced in the „Design‟ phase – leaving little to chance before the big Go-Live Day, which marks the

beginning of the „Implementation‟ phase. Guarding against the cynical perception that new plans are

rarely implemented to fruition, this study recommends that the „Implementation‟ phase transitions to

an „Evaluation‟ phase of continuous improvement. As time passes, continuous evaluation will highlight

that there is room for continuous improvement – and that „Implementation‟ is only the start of the

change journey. Structured executive communication should be scheduled to remind faculty not to

take their „eye off the ball‟ when it comes to delivering their contribution. Reporting progress at

regular intervals also encourages those who contribute that their efforts are being recognised as

worthwhile. This study indicates that progress should be reported for five years until those

undergraduates who are in their first year at the commencement of the project graduate in to the

workplace and can therefore be evaluated by industry employers. It would be expected that

incrementally better results would be observed year-on-year.

This study indicates that, if the executive of the New Zealand veterinary undergraduate programme

follow the recommendations in this discussion, that the adoption of change throughout the faculty will

be maximised. However, it is worth noting that, according to the „Diffusion of Innovations Theory‟

presented by Everett Rogers in 1962, 16% of the workforce in any organisation are likely to be

„Laggards‟ who simply feel that the change doesn‟t suit them. Nevertheless, with the prospect of

maximal change-adoption among faculty, this study believes that the executive can be excited about

what the New Zealand veterinary undergraduate programme can achieve through the improved

dissemination of non-technical competencies: ultimately the provision of an even better service to

clients (students) and end-users (industry employers). .


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Appendix 1

Veterinary Attributes, University of Sydney

1. Research and Inquiry

Graduates of the Faculty of Veterinary Science will be able to create new knowledge and

understanding through the process of research and inquiry.

Apply an understanding of normal and abnormal animal structure, function and behaviour for

diagnosis, management and prevention of animal disease

Identify, define and analyse problems affecting animal health and production

Collect and use the best available evidence to diagnose, prevent, cure or manage animal

health problems

Maintain effective skills for identifying and responding to emerging animal diseases and

issues

Engage in research-based practice, using critical judgment and creativity

Collaborate in the generation, application and dissemination of new knowledge to benefit

animal health and welfare

Have an informed respect for the principles, methods, standards, values and boundaries of

their discipline and the capacity to contribute to and question these

Critically evaluate existing understandings and reflect on the limitations of their own

knowledge

2. Information Literacy

Graduates of the Faculty of Veterinary Science will be able to use information effectively in a range of

contexts.

Identify acquire, store, retrieve, interpret, critically evaluate and use scientific, clinical and

other relevant information in print and electronic sources

Prepare a scientific or clinical report in a form suitable for publication and presentation

Use networked services and information technology efficiently in research, professional

development and practice management

Investigate emerging technologies and determine their relevance to the profession


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3. Personal and Intellectual Autonomy

Graduates of the Faculty of Veterinary Science will be able to work independently and sustainably, in

a way that is informed by openness, curiosity and a desire to meet new challenges.

Make independent, informed professional decisions and implement them in managing animal

health

Evaluate one's own abilities, identify deficiencies and commit to continuing professional

learning

Identify situations where additional expertise is necessary, seek specialist services and refer

patients professionally

Prepare a curriculum vitae, identify work opportunities, apply, present at interview and

negotiate an employment contract

Have the capability and commitment to initiate and respond to change

Develop a capacity for managing one's own personal, physical, emotional and social needs to

sustain satisfaction and contribution to profession

4. Ethical, Social and Professional Understanding

Graduates of the Faculty of Veterinary Science will hold personal values and beliefs consistent with

their role as responsible members of local, national, international and professional communities.

Practice veterinary science professionally:

- with primary consideration to the welfare of the animals in care

- to uphold the ethical standards and legal requirements of the profession

- to meet the health and safety needs of oneself, colleagues, ancillary staff, clients and the

community with colleagues, ancillary staff, clients and the public with respect and without

discrimination

Apply the principles of animal welfare to the humane management and euthanasia of animals

Ensure animal products are free of chemical residues and other contaminants

Protect the natural environment, maintain biodiversity and conserve endangered species

Ensure sustainability of agricultural activities through the practice of veterinary science on

livestock that considers the economic and social needs of farms and the livestock industries

Practice veterinary science in Australia with awareness of the need to keep Australia free of

non-endemic diseases and ensure exported animals are free of disease

Practice veterinary science in countries other than Australia with awareness of local

differences


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5. Communication

Graduates of the Faculty of Veterinary Science will recognise and value communication as a tool for

negotiating and creating new understanding, interacting with others, and furthering their own learning.

Communicate effectively in English, both orally and in writing, with a variety of recipients and

audiences and using a variety of media

Consult effectively, eliciting the history and clinical signs from clients systematically and with

sensitivity

Prepare and maintain records of clients and animals and the results of veterinary

interventions and procedures promptly, accurately and concisely

Work effectively as individuals, partners and as members of a team

Contribute or lead a group in cooperative problem-solving

Communicate with colleagues, ancillary staff, clients and the public with patience, empathy

and compassion


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Appendix 2

Personal & Professional Skills Generic

Learning Outcomes, Nottingham University

These learning outcomes should be integrated into other modules as appropriate. Session

organisers/module convenors writing learning outcomes should ensure they have included necessary

PPS learning outcomes as sessions are developed. Students should be able to:

Group working

1. Work as a group to solve a problem

2. Communicate effectively whilst working with their peers

3. Divide tasks fairly between members of a group

4. Identify issues within a group and form a strategy to resolve them

5. Identify personal levels of contribution within a group and reflect on it.

6. Time keep effectively to ensure all tasks are completed.

7. Make fair and effective use of resources within a group

Communication skills

1. Identify difficulties associated with communicating with different sectors of the public

2. Communicate their ideas effectively to their peers

3. Communicate with their peers or members of a team (e.g. on EMS) in order to complete a set

of instructions or a given task.

4. Show a high level of written communication skills

5. Show a high level of verbal communication skills

6. Listen attentively to information given to them

7. Listen attentively to their peers

8. Give a clear and informative verbal presentation

9. Produce a poster clearly communicating their ideas/outcome to others

10. Show effective leadership skills in order to complete a task

11. Communicate effectively using the video conferencing equipment.

12. Recognise the powerful nature of body language (non verbal communication) and use it

effectively to enhance communication skills

Information Technology

1. Use Microsoft Word to produce a written document

2. Use Microsoft Excel to produce a spreadsheet including use of formulae

3. Use Microsoft Publisher to produce a leaflet or poster

4. Use Microsoft PowerPoint to produce a presentation or poster

5. Use the internet to research a given topic

6. Understand the use and limitations of a virtual learning environment

7. Effectively use an e-learning package to complete a given task

8. Reflect on use of information technology and how it may or may not enhance the learning

experience


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Learning Resources

1. Research appropriate material for a given topic

2. Use Pub Med to search for literature on a given theme

3. Use Medline to search for literature on a given theme

4. Use Web of Science to search for literature on a given theme

5. Use the contents page and index of text books to effectively search for information

6. Recognise the limitations of web based resources such as “Google” and “Wikipedia”

7. Clearly and concisely make notes on a given topic from a lecture, presentation, demonstration

or textbook.

8. Cite references accurately, consistently and appropriately using the Harvard referencing

system

Reflection

1. Define the process of reflection

2. Understand the requirement of reflection in professional behaviour

3. Define the differences between descriptive and critical reflection

4. Form SMART targets

5. Reflect on their achievements and form targets for improvement

6. Engage in reflective practice in order to make changes to their learning

Professionalism

1. Define professionalism and apply the definition within a veterinary context

2. Apply the RCVS ten guiding principles and discuss their use in practical situations

3. Give examples of professional and unprofessional behaviour

4. Recognise the level of professional behaviour expected by SVMS both within and external to

the school

5. Understand the student code of conduct and apply it in all situations relating to school

activities

6. Dress and behave in a professional manner whilst meeting members of the public

7. Introduce themselves appropriately to a member of the public

8. Maintain confidentiality as appropriate

Learning and study methods

1. Identify gaps in their personal knowledge and identify potential learning resources

2. Identify an appropriate learning strategy for different problems

3. Recognise the limitations of certain study methods and be prepared to use a range in order

to achieve the desired outcome

Work Life balance/time management

1. Work through and complete a task sheet in a given period of time

2. Organise their time efficiently in order to create an effective work life balance

3. Recognise the physiological signs of stress in themselves or their peers.

4. Know routes for assistance if experiencing stress

5. Prioritise tasks as appropriate, recognising emergency situations as they arise


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Problem solving/critical thinking/decision making

1. Understand what is meant by critical thinking

2. Use a critical analytical process when solving a problem

3. Consider a range of possible solutions in order to solve a problem, analysing them logically

and systematically

4. Gather information from a range of sources in order to solve a problem

5. Analyse and synthesise information, weighing up competing evidence and modifying

viewpoints in the light of new information.

6. Consider other peoples points of view and use empathy when solving a problem

7. Understand the difference between an argument and an opinion

8. Draw appropriate logical and summative conclusions about an argument

Media

1. Understand the role of the media in delivering veterinary information to members of the public

2. Describe the different formats media may take and understand their use in different situations

e.g. national animal health emergencies

Questioning techniques

1. Describe the difference between open and closed questions and give examples of both

2. Ask clear and concise questions during teaching sessions where appropriate

3. Use the discussion forum of webct to ask module related questions

4. Show empathy with clients whilst asking difficult questions – appreciate the clients

perspective

5. Use appropriate, positive non verbal techniques to facilitate question answering

6. Recognise and respond to non verbal cues from the client/tutor/other whilst answering their

questions

The practice team (including paraprofessionals)

1. Identify the different roles and duties of people within the practice team

2. Discuss the importance of team work and helping each other in the practice situation

3. Recognise the importance of communicating effectively at all times within the practice

situation

4. Recognise the role of the RVN and their extensive skills and abilities

5. Ask for help from RVNs where appropriate

6. Acknowledge the qualifications of paraprofessionals including physiotherapists, BEVA

qualified equine dental technicians, behaviourists (APBC/CABC/CAWC qualified), osteopaths,

chiropractors.

7. Communicate effectively with paraprofessionals

Case Management/planning

1. Discuss the reasons for using case planning methods

2. Identify different strategies of case management in use in the practice situation

3. Manage a case from admission to discharge, informing the veterinary supervisor of all steps

at all times as necessary

4. Write an effective planning strategy for a case or herd

5. Communicate a case plan effectively to peers or other members of the practice team

6. Recognise the role of others in case management including the owner


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Disease prevention

1. Identify methods of prophylaxis for the prevention of disease

2. Describe specific strategies for the prevention of disease

3. Communicate preventative health care messages effectively to clients

4. Develop a logical approach to an infectious disease scenario, including risk management,

spread of disease, disease prevention, treatment and control, and zoonotic implications.

Numeracy

1. Understand and manipulate numbers in order to perform basic tasks e.g. drug dose

calculations

2. Show familiarity with statistical techniques as necessary

3. Interpret relevant statistical findings.

Research skills

1. Understand the relevancy of research to the veterinary profession

2. Appropriately design and analyse clinical research projects

3. Critically evaluate scientific information

4. Understand some complexities of research

Ethics

1. Describe the interdisciplinary field of applied ethics and be better able to relate to relevance of

the subject

2. Discuss the ethical responsibilities of veterinary surgeons

3. Identify the ethical issues that arise from the different uses of animals and facilitate the

discussion of a number of the prominent ethical dilemmas

4. Interpret of the notion of animal-human contracts and appreciate animal rights and animal

welfare arguments relating to animal production

Careers

1. Appreciate the many different roles available to qualified veterinary surgeons

2. Describe the postgraduate career structure available to vets in the UK

3. Describe the purpose and method of use of the RCVS PDP

Business and management

1. Articulate the importance of business management in all aspects of the veterinary profession.

2. Discuss the economics of veterinary practice.

3. Identify sources of income and expenditure in veterinary practice.

4. Describe the principles of marketing in the veterinary context, identifying all stakeholders in

the process

5. Describe the role of professional indemnity insurance and the Veterinary Defense Society.

6. Discuss the legal aspects of the veterinary profession and issues of liability and negligence.


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Appendix 3

Personal & Professional Skills Module

Summary, Nottingham University

Year 1 topics

Introductory weeks

Learning and study methods

Assessment methods

IT skills

Problem solving and communication – EMS scenarios

Professionalism

Work Life Balance

Client expectations

Communication – introducing yourself, questioning techniques

Assessment – portfolio, IT project, reflective essay, MCQ exam

Year 2 topics

Ethics

Communication skills – history taking, giving a presentation

Introduction to research.

Assessment – portfolio, scientific report, communication skills OSPE, ethics paper.

Year 3 topics

Communication skills – giving information

Case planning

Disease prevention

Compliance

Animal-human interactions

Euthanasia and bereavement

Professionalism

Careers

Assessment – portfolio, communication skills OSPE, case plan, MCQ

Year 4 topics

Role of paraprofessionals

Management

Clinical audit

Business and finance

Career planning including postgraduate qualifications

Professionalism

Entrepreneurship

Assessment – portfolio, e-vet practice summary, business plan

Dissemination of Non-Technical Capabilities To Veterinary

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